6F Science – FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 15) –

FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 14)    ***PICTURES & VIDEOS at the BOTTOM***

  • IntroductionWhy does a strip of paper go UP when we blow air down onto the top of the paper??????
  • Provocation 1 – commercial jet take off, hot air balloon take off
  • Wondering/Questioning – What do we wonder? (yellow index cards displayed permanently on wall)
  • CurriculumWhat does the curriculum say & where do our questions fit in?
  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • Background knowledge – What do we know already about our questions? (green index cards on Word Web)
  • Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)
  • Knowledge Building Circle (April 14) – Sharing what we learned (Inquiry Journals)…..Students needed a better understanding of the difference between the STRAIGHT/FLAT & CURVED sides of an aerofoil wing

 

  • Provocation (Aerofoil wing/running activity) –  (spontaneous; April 14) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)
  • Knowledge Building Circle (April 14)
    • The runner on the CURVED side always seemed to take longer to get to the other side of the wing (end point)….because the CURVED side is longer
    • The runner on the CURVED side has to be faster than the straight side runner in order to both get to the end point together
  • Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)
  • Experiment planningWhat do we wonder now about aerofoil wings & air? What experiment could we design to test out our new question? What materials would we need?

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Wondering/Questioning – What do we wonder? (individual yellow cards)

  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • CurriculumWhat does the curriculum say, & where do our questions fit in?

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Background knowledge – What do we know already about our questions? (adding blue-green index cards on Word Web)

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Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)

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6F Knowledge Building Circle – FLIGHT 2015-2016
“Crowd sourcing” URLs in a class Google docFLIGHT   URLs  (paste website URLs here — no google links or Wikipedia — real science websiteshttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.htmlhttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.html
http://virtualskies.arc.nasa.gov/aeronautics/3.htmlhttp://virtualskies.arc.nasa.gov/aeronautics/3.html
http://virtualskies.arc.nasa.gov/aeronautics/3.html
https://www.grc.nasa.gov/www/k-12/airplane/right2.html
http://web.mit.edu/2.972/www/reports/airfoil/airfoil.html
Additional Links from our “Family of Schools” Inquiry Coach, Ms Heaver can be found added to our Grade 6 Links for Learning blogpage

FLIGHT knowledge building circle - aerofoil wing April15 2016

 

Provocation (Aerofoil wing/running activity) –  (spontaneous; April 15) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)

cross section airfoil wing

The fluid (air or water) on the curved/longer side MUST arrive at the other side of the aerofoil wing shape at the same time as the fluid (air or water) on the flat/straight/shorter side 

The fluid (air or water) on the curved/longer side MUST travel faster than the fluid (air or water) on the flat/straight/short side

Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)

flight inquiry - running experiment reflection

Level 4 e.g.

Level 4 e.g.  (part of the answer)

“Even though air splits at the start of the airfoil and the bottom air particles move at a normal fast pace….the top air particles move really fast to catch up so they can join at the end of the wing”

DAY 33 – Oct. 20, 2014: Genius Hour Presentations (5) – Evolution, Dog Domestication, Dance, WWII, Nuclear Fission

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PASSION PROJECTS (Genius Hour)/Learning Skills

We started our day in the Hub, and began to share what we have learned over the course of our first independent inquiry! This sharing and learning has been one of my favourite things to witness in all of my years of teaching. I suggested to students that sharing Passion Projects should ideally feel relaxed, like having a friendly and excited conversation with a close friend, barely able to contain the excitement of sharing a new discovery. We are getting there!

The only tricky part of sharing today: As a class, we could talk about and ask questions about these topics all day long! The connections shared seemed endless, the questions posed & resulting hypothesis and ideas could have gone on and on and on.

As far as the idea of “final project” goes, it took a fair bit of coaxing and reminding students that Genius Hour/Passion Projects are all about learning and sharing what we know about a topic we have chosen ourselves, and it is not about evaluation of curriculum expectations.

In the next two days, we will

– share what we have learned from our inquiry
reflect on our inquiry process (e.g. How did our journey go? Did we accomplished what we set out to accomplish — answer our deep, guiding question? Did we have to modify our question? Did our inquiry lead us to need to find the answers to further questions? Did we still have questions in the end? How easy it was to find sources? What strategies did we need to understand our sources? Did we need to modify our course of action? etc.)
reflect on our Learning Skills & Work Habits (Responsibility, Organization, Independent Work, Collaboration with respect to sharing classroom/school resources, Initiative, and Self-Regulation) — see BELOW the pictures for a list of Learning Skills & Work Habits from the Ministry of Education.

 

Click on Passion Projects 2014-2015 to see pictures & learn a bit about the topics shared today:

How did humans evolve? (Callie Laine – poster, oral presentation)
How did different types of dance develop in the world? (Lexi – poster, oral presentation)
How were dogs domesticated? (Julia – poster, oral presentation)
Could you have survived well as a British civilian during WWII? (Glen – PowerPoint, oral presentation)
How is nuclear fission possible & how has it affected the world? (Elise – speech)

 

Students Learning Skills & Work Habits will be assessed when they work this year on the Passion Projects. We will develop a rubric as a whole class based on the following learning skills, taken from the Ministry of Education’s “Growing Success” document:

IMG_5997.PNG Source: Growing Success, Ontario Ministry of Education (2010)

 

We also enjoyed French & DPA today. The day flew by! Check out these smiling faces 🙂

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Feb. 11/2014 – Super Science Inquiry – Changes in Matter

Students also generated questions for further inquiry ~~
1. Why does salt melt ice? What exactly happens with the salt and water molecules?
2. How exactly does condensation take moisture out of the air? What happens with the molecules?
3. Why is gas that goes in the car look like a liquid when I see it spill?
4. Are all gases invisible?
5. Why does water take up more space in its solid (ice) form than it does in its liquid form?

Rousseau Musical
Please also be sure to check out the progress of our school musical, “The Little Mermaid” on the Rousseau Music Blog — consider subscribing for automatic updates!

Nov. 12th-18th/2013 – Science Culminating Task, Visual Art with Mr. O

Whew! Another week has flown by. It has been refreshing and exciting and sometimes a little confusing — but students have definitely learned a lot of new information during our science inquiry! (Our next science inquiry will be more efficient as we learn from this experience together.) Enjoy the photos in the Storify story ~~ it starts with a short video I shot of the Learning Commons (Room 7), with projects set up. Tomorrow is our big day and we will have all of the Grade 5’s together from both classes! We start in the Computer Lab (PowerPoints, Google Docs, videos of interviews, role play, tv shows, debates, oral presentations etc.) and then move into the Learning Commons for display boards, experiments, and more video (on iPads, SMARTboard). Also in the middle of this Storify are some works of abstract art that students created in Art with Mr. Obermeyer.